CHAPTER FIVE (lecture 1)

Question 1

What are the 6 ontological categories of words?

Answer 1

1. Movers
2. Movables
3. Recipients
4. Locations/Places
5. Instruments
6. Activities

Question 2

Adult caretakers and vehicles are an example of which ontological category?

Answer 2

Movers

Question 3

Clothing, toys and food are an example of which ontological category?

Answer 3

Movables

Question 4

People who children can hand things to are an example of which ontological category?

Answer 4

Recipients (duh)

Question 5

Where objects are kept/set are an example of which ontological category?

Answer 5

Locations/Places

Question 6

Things that can be used to get things done are an example of which ontological category?

Answer 6

Instruments

Question 7

Diaper changing and bedtime are an example of which ontological category?

Answer 7

Activities

Question 8

When do children typically produce their first words?

Answer 8

Approx. 1yo

Question 9

By which age do children have approx. 50 words?

Answer 9

24mos

Question 10

T/F: Word development is linked to motor development.

Answer 10

True

Question 11

At what age do children begin to match adult words to their existing concepts?

Answer 11

10-13mos

Question 12

T/F: Production usually precedes comprehension

Answer 12

False

Question 13

At what age do children begin to acquire a small number of words in production?

Answer 13

11-15mos

Question 14

What are words constrained by for children age 11-15mos?

Answer 14

Context

Question 15

At what age do children acquire new words for old concepts, form new concepts to match novel words and begin using new words to characterize new instances?

Answer 15

16-20mos

Question 16

At what age do words start to become referential?

Answer 16

16-20mos

Question 17

What are first words usually characterized by?

Answer 17

Intellectual and social meaning (ie the people most interacted with and concepts most personally connected to)

Question 18

After first words, what do subsequent patterns of word acquisition reflect?

Answer 18

Development in semantic system and cognitive development

Question 19

T/F: Children tend to produce few words that sound like each other

Answer 19

True

Question 20

When children have around 50 words, what lexical categories are most prominent? What percentage of those 50 words fall into this lexical category?

Answer 20

Nouns
80%

Question 21

What are the 8-10 words that occur frequently in a variety of contexts labelled as?

Answer 21

Core group of vocab

Question 22

When children have around 600 words, what percent of these words are nouns?

Answer 22

40%

Question 23

When children have around 600 words, what percent of these words are verbs and adjectives?

Answer 23

25%

Question 24

When children have around 600 words, what percent of these words are function words?

Answer 24

15%

Question 25

What are 3 reasons that nouns may be acquired earlier in English?

Answer 25

Easiest to distinguish/identify from surroundings Directed to children more frequently Less linguistically complex than verbs

Question 26

What is a mapping problem?

Answer 26

When an infant hears a word, not usually obvious from context what the word refers to

Question 27

A child thinking that the word "pretty" means "flower" is an example of this:

Answer 27

"Fast mapping"/ "Mapping Problem"

Question 28

What are two possible reasons that mapping problems arise?

Answer 28

Lexical and pragmatic restraints Syntactic bootstrapping

Question 29

Fill in the blank: children assume that words refer to ____ as their first hypothesis

Answer 29

Objects (nouns)

Question 30

Fill in the blank: children assume that words refer to the ______ ______ (2 words)

Answer 30

Whole object

Question 31

Fill in the blank: children assume that every object can have only ____ name

Answer 31

One

Question 32

Define the principle of mutual exclusivity

Answer 32

Believing that every object can only have one name

Question 33

What issue does mutual exclusivity evoke?

Answer 33

Trouble with class-inclusion relations (ie: dog, animal, Fido)

Question 34

Fill in the blank: children assume new words refer to categories that ___ ___ already have a name (2 words)

Answer 34

Do not

Question 35

Define Principle of Contrast

Answer 35

No two words have exactly the same meaning New words should map to new objects

Question 36

Define word extension

Answer 36

New words can be extended to other members of the same category/taxonomic constraint (ie, dog, animal, Fido)

Question 37

Define syntactic bootstrapping

Answer 37

Children using syntactic structure to determine word meaning

Question 38

The following is an example of this principle: Twenty-seven month olds shown two screens and heard: * ‘The duck and the horse are gorping’, OR ‘The duck is gorping the horse’. * Children looked at the appropriate picture of ‘gorping’

Answer 38

Syntactic bootstrapping

Question 39

What are the three kinds of mismappings?

Answer 39

No overlap Underextension Overextension

Question 40

Define a no overlap mismatching

Answer 40

A word "accidentally" being used in some regular context by an adult so child mis-analyzes what it refers to and uses it improperly

Question 41

Define underextension

Answer 41

A word used for limited reference, not the full scope of the word (ie only using "doggie" for their dog"

Question 42

Define overextension

Answer 42

A child using a word that is inconsistent with but in some way related to the adult meaning of a word (ie calling all 4 legged animals "doggie")

Question 43

What is the Mental Lexicon?

Answer 43

a person's internal dictionary of words, storing information about their meanings, pronunciations, and grammatical properties